Chapter published in:
L3 Syntactic Transfer: Models, new developments and implications
Edited by Tanja Angelovska and Angela Hahn
[Bilingual Processing and Acquisition 5] 2017
► pp. 299–319

Input-Practice-Output

A method for teaching L3 English after L2 German with a focus on syntactic transfer

| Ludwig-Maximilians University
| University of Salzburg
In the field of Instructed Third Language Acquisition (ITLA), teachers are left alone not knowing how to predict possible transfer phenomena, how to overcome them and how to raise their learners’ metalinguistic awareness. We start from the existing results and non-results of L3 acquisition (transfer) and develop practical applications as part of the Input-Practice-Output Method showing that a combination of these three phases allows for an individual, learner-centered and teacher’s awareness-based framework in ITLA. We offer implications for designing teaching materials, planning lessons for multilingual classrooms and for classroom action research.
Keywords: Instructed Third Language Acquisition, negative transfer, Input-Practice-Output-Method, teaching material, teaching implications
Published online: 15 August 2017
https://doi.org/10.1075/bpa.5.14hah
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Cited by 4 other publications

Angelovska, Tanja
2017.  In L3 Syntactic Transfer [Bilingual Processing and Acquisition, 5], ► pp. 195 ff. Crossref logo
Angelovska, Tanja
2018. Cross-linguistic awareness of adult L3 learners of English: a focus on metalinguistic reflections and proficiency. Language Awareness 27:1-2 ► pp. 136 ff. Crossref logo
Angelovska, Tanja
2019.  In The TESOL Encyclopedia of English Language Teaching, ► pp. 1 ff. Crossref logo
Rothman, Jason, Jorge González Alonso & Eloi Puig-Mayenco
2019.  In Third Language Acquisition and Linguistic Transfer, Crossref logo

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